Post-test Knowledge Research Articles

Teamwork Skills, Satisfaction, and Knowledge Level in Rehabilitation Students Through Team Observed Structured Clinical Examination

Introduction: Team-observed structured clinical examination (TOSCE) is a powerful approach to formative assessment resources, regarded as an essential element of students’ performance in a team format. Considering the importance of teamwork in rehabilitation, this study implements an intervention focused on enhancing teamwork skills within diverse groups of rehabilitation students, employing TOSCE as a tool for assessment and improvement. Materials and Methods: A total of 49 fourth-year undergraduate students specializing in audiology, physical therapy, and speech therapy constituted three groups in our study. Students in each major were randomly divided into four groups. The students were asked to complete the teamwork (19-item scale of Lencioni) and satisfaction (researcher-made scale) questionnaires after TOSCE. A knowledge assessment questionnaire was also conducted at pre- and post- TOSCE time points. Results: There was no significant difference between the average score of the teamwork (F=1.508, P>0.05) and satisfaction (F=3.508, P>0.05) levels across different majors. All participants had high scores on both teamwork and satisfaction scales. By comparing the pre-test and post-test knowledge assessment, in all groups, there was a statistically significant difference between the pre-and post-test results (P<0.05). The students obtained a higher score after the implementation of the TOSCE. Conclusion: The TOSCE method provides a valuable and viable educational opportunity for rehabilitation students to receive feedback on their clinical performance, enhance their knowledge, and, most importantly, lead to a positive feeling of teamwork among students.

A survey of the effect of an information-motivation-behavioral model-based intervention on university students’ osteoporosis knowledge, health beliefs, and self-efficacy

ABSTRACT This randomized controlled trial investigated the effectiveness of a Healthy Living Awareness Program for the Prevention of Osteoporosis based on the Information-Motivation-Behavioral Skills Model (HLAPPO-IMB) in university students [intervention group (n = 43), control group (n = 44)]. The intervention group completed the online training to prevent osteoporosis in the information stage of the IMB. In the motivation stage, the researchers texted (WhatsApp) the intervention group spot and reminder notifications concerning the prevention of osteoporosis. They also provided them with telephone counseling. In the final stage, the researchers evaluated whether the intervention group participants developed target behavioral skills. The intervention group had significantly higher mean posttest and follow-up Osteoporosis Knowledge Test scores than the control group (respectively, r = .519, r = .513, p < .001), indicating a large effect size in the posttest and follow-up test. There was no significant difference in pretest and follow-up Osteoporosis Health Belief Scale, Osteoporosis Self-Effective Scale, and International Physical Activity Questionnaire-Short Form scores between the groups (p > .05). The results showed that the HLAPPO-IMB helped the intervention group participants expand their knowledge of osteoporosis. However, it did not improve their self-efficacy in doing weight-bearing exercises, taking calcium, and engaging in physical activity.

Evaluation of Knowledge, Skill and Satisfaction Level of Laboratory Sciences Students in Pre-laboratory Immunohematology Course Using Virtual Flipped Classroom

Background: Medical education emphasizes the importance of facilitating deep learning, promoting professional behavior, and fostering skillful problem-solving in practical courses. Objectives: To determine student satisfaction, knowledge, and skill levels using the virtual flipped classroom method for the pre-laboratory immunohematology course in laboratory sciences. Methods: This semi-experimental (before-after) study included 42 laboratory science students who completed the practical immunohematology course. The intervention involved three steps of the virtual flipped classroom method. Knowledge was assessed with multiple-choice questions (MCQs), satisfaction was measured using a rating scale, and students' skills were evaluated using a rating scale. Data were analyzed using descriptive and analytical statistical tests in STATA 14. Results: The results showed that the post-test knowledge score had an average of 7.42, significantly higher than the pre-test score of 4.04 (P &lt; 0.05). Additionally, 92.85% of students reported being satisfied with the course. Regarding skill evaluation, 95.23% of students stated, "I think I have now really achieved it or a part of it." Conclusions: The virtual flipped classroom method in the immunohematology pre-laboratory course had a positive impact on students' learning and satisfaction. This teaching approach has the potential to improve teaching effectiveness, create an interactive learning atmosphere, and could be implemented in similar courses.

A Study to Assess the Effectiveness of Video Assisted Teaching Programme on Knowledge Regarding Prevention of Coronary Artery Disease among Students In A Selected Arts College of Durg, Chhattisgarh (State)

Coronary artery disease is an obstructed blood flow through the coronary arteries to the heart muscles. The primary cause of coronary artery disease is atherosclerosis. The term acute coronary syndrome is used to encompass the continuum of coronary artery disease. Coronary artery disease is most prevalent type of cardiovascular disease in adults, more death occurs in middle aged adults. In India, even younger age group are prone to get heart disease due to their health damaging life style. This study was conducted to assess the effectiveness of video assisted teaching programme on knowledge regarding prevention of coronary artery disease among students in a selected arts college of Durg, Chhattisgarh (State) The conceptual framework used in this study was based on J.W.Kenney’s open system model. A quantitative approach was used for the present study. Using purposive sampling technique,60 arts students were selected and video assisted teaching given after pre-test. Followed by that post test was conducted on day 7, the collected data was analyzed using descriptive and inferential statistics. The overall analysis of prevention of coronary artery disease the mean post-test knowledge score of the subjects 28.07 is higher than the mean pre-test knowledge score 18.17. Thecalculated‘t’ value 19.769nis greater than of table value (1.984) at 0.001 level of significance. This indicates that video assited teaching programme was effective in gaining knowledge regarding the prevention of coronary artery disease. The association between socio demographic variables with pre-test knowledge score significance (p&lt;0.001) was tested. Based on the findings indicate that there is a significant difference between pre-test and post-test knowledge score on prevention of coronary artery disease in a selected arts college students at Durg.

The Difference Knowledge and Skill to do BLS with Video and Demonstration Methods in Youth Organizations RW 04 Ambengan Tengah Surabaya

Tim Gerak Cepat (TGC) is one of Surabaya's command centers that serves various real time reports related to medical emergencies, one of which is cardiac arrest. Not every time TGC can arrive to provide rapid assistance, which can be influenced by inadequate road access to the location. This causes the provision of help including help for victims of cardiac arrest to be delayed. The objectives is to analyze the video effectiveness and demonstration methods on the ability to perform BLS on youth organizations RW 04 Ambengan Tengah Surabaya. Using pre-experimental using Two Group Pretest-Posttest Design. The study population was all youth organizations in RW 04 Ambengan Tengah Surabaya. The research sample amounted to 36 adolescents who were selected by random sampling by meeting the inclusion criteria. The data analysis used was the Wilcoxon Signed Rank Test and Mann Whitney test. The Wilcoxon test showed that both methods could improve knowledge about BLS with a significance value of 0.000 (p&lt;0.05) and could improve adolescents' skills in performing BLS with a significance value in the video group of 0.002 while in the demonstration group it was 0.001 (p&lt;0.05). The different results score pre-test post-test knowledge of both methods with the Mann Whitney test showed a significance value in 0.129 (p &lt;0.05) while the skill different score pre-test post-test had a significance 0.500 (p&gt;0.05) value . This shows that between the video and demonstration methods there is no significant difference.

The effects of screen-based simulation on nursing students’ acquisition of medication administration and dosage calculation skills: a randomized controlled trial

BackgroundScreen-based simulation is a cost-effective educational modality that allows nursing students to comfortably acquire new skills as they become accustomed to digital environments. The aim of this study is to evaluate the effectiveness of a screen-based simulation tool in enhancing knowledge and skills related to medication administration and dosage calculation in nursing students.MethodsThis multicenter, single-blind, stratified, randomized controlled trial initially enrolled 480 nursing students. The 351 students eligibles were randomly allocated to two groups. Using a screen-based simulation tool (SIMDOSE®), the intervention group was trained in drug administration and dosage calculation through four perfusion clinical cases. The control group underwent the same training content using the paper-and-pencil method. knowledge and skills acquisition, Students’ satisfaction, self-confidence and anxiety were analyzed using Jamovi software (version 2.3.18).Results4 out of 5 main variables examined were significantly different, specifically in dosage calculation, where the simulation group excelled both in the knowledge post-test (post – pre = 1.00 (20%); p = 0.004) and in the objective structured clinical examination (p = 0.013). The intervention group reported higher levels of satisfaction and self-confidence than the control group (p < 0.001). Their moderate anxiety levels didn’t differ significantly (0.161).ConclusionThe SIMDOSE® platform can be used as a supplementary teaching method of dosage calculation for nursing students. Screen-based simulation has benefits that nurse educators should be aware of, such as being a key to more satisfied and confident students.Trial registrationThis Moroccan clinical trial was prospectively registered (16/05/2023) in the Pan African Clinical Trial Registry (pactr.samrc.ac.za) with trial registration number PACTR202305505743210.

Comparing the impact of different transfusion medicine teaching methods—A mobile application versus task-based learning—On two dimensions of clinical competence among nursing students: A quasi-experimental study

AimTo evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods—a mobile application and task-based learning—on nursing students' knowledge and clinical decision-making skill. BackgroundTo advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development. DesignA quasi-experimental study using a pretest-intervention-posttest design with a control group. MethodsThis study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups—mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p<0.05. ResultsFollowing the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p<0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p>0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p<0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p>0.05). ConclusionBoth teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.

The Effect of Cervical Cancer and Human Papillomavirus Vaccine Education on Vaccination Perception in University Students: A Quasi-Experimental Controlled Educational Intervention.

Purpose: The study investigated the impact of cervical cancer and human papillomavirus (HPV) vaccine education on university students' vaccination perceptions. Methods: This research was conducted with pre- posttest and quasi-experimental design with students enrolled in the department of health services of a university. The sample of the study consisted of 87 students (n = 43 in the intervention group, n = 44 in the control group). Research data were collected between June 29 and July 22, 2022, using the Introductory Information Form and HPV Information Scale. An informative training program about cervical cancer and HPV was applied to the intervention group. This training program was carried out in two separate sessions. In the first session, information was given about the prevalence, pathology, and risk factors of cervical cancer. In the second session, general information about HPV, details about the vaccine, and vaccination programs were given. Training sessions are organized as small group discussions and seminars covering relevant topics. Results: In our study, the average age of our students was 20.7 ± 2.5 years, and in both groups, the proportion of students who did not know about HPV, which can cause cervical cancer, was quite high (74.4%, 68.2%). The majority of the control and intervention groups needed health education about STDs. There were statistically significant differences between the control and intervention groups in terms of the pre-test and posttest Knowledge of HPV Scale scores (p < 0.05). Conclusion: It was found that the education on cervical cancer and HPV positively affected the perspectives of the students on vaccination. Interactive and group-oriented education increases knowledge sharing by encouraging interaction among students. In this way, a broader knowledge base about cervical cancer and HPV can be created, and misinformation can be corrected.

Artificial intelligence literacy in primary education: An arts-based approach to overcoming age and gender barriers

Artificial Intelligence (AI) literacy education was previously taught primarily at the university and secondary school levels but has recently started to be expanded to primary school settings. When available at the primary school level, AI literacy is often taught within computer science courses, which may potentially reinforce gender stereotypes and discourage female students' engagement. In AI literacy education, the predominant teaching methods are constructivist approaches, which, while effective in fostering active learning, heavily emphasize technical skills and are therefore limited in their pedagogical scope, as they underplay other important questions, such as disinformation, data justice, and AI's ethical and societal implications. The lack of a clear definition of AI literacy for primary education also raises questions about what to teach and how to teach it. Additionally, little attention has been devoted to understanding gender differences in learning outcomes within AI literacy primary education.This study advocates the use of an arts-based transdisciplinary approach for teaching AI literacy to 25 primary school students. A pilot study utilizing mixed methods was conducted to assess the effectiveness of this arts-based approach. Quantitative analysis through a paired t-test revealed a statistically significant improvement in AI literacy among students participating in knowledge tests. Moreover, the results of the Mann‒Whitney and Kruskal‒Wallis tests indicated that gender and age did not impact pre- and post-knowledge test scores. Qualitative analyses further revealed the pedagogical benefits of the arts-based approach, demonstrating that students enhance their conceptual understanding of AI literacy by reflecting on their artifacts. This study contributes to the literature by providing evidence with a small sample size that the arts-based approach can overcome age and gender barriers to accessing AI literacy education and can serve as a means to teach AI thinking.

A Study to assess the effectiveness of planned teaching program on knowledge regarding eating disorder among adolescents girls studying in 9th and 10th standard in selected school of Bilaspur (C.G.)

The objective of the study is to assess the pre-test and post-test knowledge score regardingeating disorder among adolescents girls, effectiveness of planned teaching program regardingeating disorder among adolescent girls and to find out the association between level ofknowledge with selected socio demographic variables of adolescent girls.Quantitative research approach using pre-experimental research design one group pre-testpost-test design. Purposive sampling technique was used. Self-structured questionnaire usedto assess knowledge score.Majority 98.33% (59) sample age ranges between 15-16 years, 88.33% (53) of sample reside in urbanarea, 36.67% (22) subjects were 8th pass, 78.33% (47) subjects belongs to joint family, 43.33% (26)subjects father is farmer, 55% (33) subjects has previous knowledge about eating disorder.The mean post- test knowledge score 10.05 is higher than the mean pre- test knowledge score 5.33,mean difference is 4.72. The calculated ‘t’ value = 3.2065 is higher than the table value of ‘t’ = 2.00hence, the research hypothesis H1 which indicate the planned teaching programme on knowledgeregarding eating disorder was significantly effective in increasing the knowledge of subject.There is no significant association between the pre -test knowledge scores of sample with the age,residential area, type of family and previous knowledge about eating disorder. There is significantassociation between the pre -test knowledge scores of sample with educational qualification andsocio-economic income .Hence H2 accepted.

Development of a Theoretical Continuous Glucose Monitoring Module for Pharmacy Students: Preparing Pharmacists for the Future.

To enhance the digital competencies of pharmacy students, the Institute of Clinical Pharmacy and Pharmacotherapy at Heinrich-Heine University Duesseldorf developed and evaluated a theoretical module on digital health and data analysis. This innovative module integrated a continuous glucose-monitoring (CGM) wearable device into teaching, providing students with in-depth practical experience and a 2.5 h seminar on digital health and CGM systems. Students' knowledge of CGM and self-assessment of their CGM competencies were assessed in a pre-post manner. Additionally, students' satisfaction with the module and their perceptions of the future integration of digital health training and the role of wearables in pharmacy practice were also assessed after the module. A total of 39 final-year pharmacy students completed the module conducted in June 2024 as part of the clinical pharmacy seminar. In total, 32 students completed the pre- and post-knowledge tests and self-assessment questionnaires. Both the knowledge and the students' self-assessment of CGM-related skills after the module increased significantly (p < 0.05). Students expanded their knowledge regarding digital health solutions, in particular the CGM systems, and increased their self-reported competence in CGM-related skills. With this module, an important foundation was laid, as this is the first theoretical module including the essentials of CGM digital health tools for pharmacy students in Germany.

Effectiveness of educational training program on the knowledge of COTPA Act among the nonteaching staff of a tertiary care hospital

BACKGROUND: Globally, tobacco is among the leading factors attributable to death. The nonteaching staff plays a pivotal role in making a campus a “tobacco-free zone.” The objective of the study is to assess the effectiveness of an educational training program conducted on the Cigarette and Other Tobacco Products Act (COTPA) 2003 among nonteaching staff of a tertiary care hospital. METHODS AND MATERIALS: A hospital-based cross-sectional study was conducted among 500 nonteaching staff of a tertiary care hospital in the Raebareli district of Uttar Pradesh, India. An educational training program on COTPA 2003 was conducted in collaboration with the State Tobacco Control Cell. Data were collected before (pre-test) and after (post-test) the training program. A paired t-test was applied to compare both knowledge scores. Multiple linear regression analysis was conducted to identify the factors associated with knowledge scores. RESULTS: Around 187 (37.4%) security personnel, 198 (39.6%) housekeeping staff and 115 (23%) hospital attendants participated in the study. The pre-test mean (± standard deviation (SD)) knowledge score was 4.91 ± 1.59 whereas post-test mean (± SD) knowledge score was 7.91 ± 1.42. The pre-test knowledge score was associated with residence, age, and history of tobacco consumption of study participants. The female gender was associated with the pre-test knowledge score having a standardized coefficient -0.49 (P value = 0.009). The post-test knowledge score was associated with a history of tobacco consumption with a standardized coefficient of 0.42 (P value = 0.012). CONCLUSION: The educational training program improved the knowledge of the study participants with maximum improvement among the housekeeping staff. The history of tobacco consumption emerged as a significant factor affecting knowledge even after the training program.

“A Study To Develop And Evaluate The Effectiveness Of Module On Cognitive Behavior Therapy In Terms Of Knowledge And Attitude Among Students Of Selected College Of Nursing, New Delhi”

Emotional experiences are ubiquitous in nature and important and perhaps even critical in academic settings, as emotion modulates virtually every aspect of cognition. Tests, examinations, homework, and deadlines are associated with different emotional states that encompass frustration, anxiety, and boredom. This is followed by the emotional-cognitive interactions in the various brain regions that are intimately involved in emotion and memory systems and influence behavior. A pre-experimental study was conducted with an aim to develop and evaluate the effectiveness of Module on cognitive behavior therapy in terms of knowledge and attitude among students of selected College of Nursing, New Delhi. Quantitative approach with one group pre-test post-test was adopted for the study. A module was developed and administered with certain activities and assignment to practice for the students. The module was based on the INC guidelines given for Cognitive Behavior Therapy included concepts, CBT model, development and tracking of automatic thoughts, biofeedback, Socratic questioning, behavior experiments, thought records and action plan components. The data was collected from 52 B.Sc. (Hons.) Nursing students of Holy Family College of Nursing using Structured knowledge Questionnaire and structured attitude scale. The data was tabulated and analyzed using descriptive and inferential statistics. The findings shows that mean post-test knowledge score and attitude score 21.2127 and 38.7021 was higher than mean pre-test knowledge score and attitude score 13.8723 and 35.4680. The result also revealed that module on cognitive behavior therapy is effective in enhancing the level of knowledge and attitude among nursing students as the calculated t-value is greater than table value at 2.012 at p&lt;0.05 level of significance

A study to find effectiveness of structured teaching programme on knowledge regarding menstrual blood banking among nursing students in a selected nursing college at Mangalore

A study to find the effectiveness of structured teaching program on knowledge regarding menstrual blood banking among nursing student in a selected nursing college at Mangalore. The study surveyed 60 nursing students at New Mangala College of Nursing Mangalore, using a structured teaching program. The data was collected using a structured questionnaire and post-test. The results showed that 70% of students had no prior knowledge about menstrual blood banking, while 85% had average knowledge. The post-test knowledge score was higher than the pretest score, indicating that the structured teaching program effectively increased nursing students' knowledge on menstrual blood banking. The study found that the Structured Teaching Program significantly improved nursing students' knowledge about menstrual blood banking, despite their initial low structured scores.

Effect of Structured Teaching Programme on Knowledge regarding Preconception Care among Reproductive women under Mukalmua Block PHC, Nalbari district, Assam

Background: Preconception care is a set of interventions that aim to identify and modify biomedical, behavioral, and social risks to a woman’s health or pregnancy outcome through prevention and management. The main goal of preconception care is to provide health promotion, screening and interventions for women of reproductive age to reduce the risk factor that might affect future pregnancies. Methodology: The research approach used for the study was quantitative evaluative research approach. The conceptual framework for the study was based on ‘General Systems Theory’ developed by Ludwig von Bertalanffy and modified by JW Kenny. A pre-experimental one-group pre-test post-test research design was used to evaluate the knowledge regarding preconception care among reproductive women. Multistage random sampling technique was used to select 60 reproductive women. Structured interview schedule was used to evaluate the knowledge regarding preconception care among reproductive women. Descriptive and inferential statistics were used to analyze the study data. Result: Findings revealed that out of 60 reproductive women; in the pre-test, majority 39(65%) of the participants had moderately adequate knowledge; 16(26.7%) of the participants had inadequate knowledge and only 5(8.3%) of the participants had adequate knowledge whereas in post-test, majority 53(88.3%) of the participants had adequate knowledge, only 7 (11.7%) had moderately adequate knowledge and none of them had inadequate knowledge regarding preconception care. The mean posttest knowledge scores 18.40 was significantly higher than the mean pre-test knowledge score 8.37 with mean difference 10.03 and 't' value 26.69 for df 59 at p&lt; 0.05 level of significance. Socio-demographic variables such as educational status and use of contraceptive methods were found to be statistically significant at p&lt;0.05 with pre-test level of knowledge regarding preconception care among reproductive women.

How does using an AR learning environment affect student learning of a radical substitution mechanism?

Abstract As the use of augmented reality (AR) in educational settings grows, it becomes increasingly important to understand how to use AR in classrooms. Here, we present an AR learning environment that we designed for teaching an organic chemistry reaction mechanism in high school chemistry classes. This new environment was tested in six tenth-grade chemistry classes (upper secondary) taught by five different teachers in three different schools over the course of five months and evaluated for effectiveness. Students completed knowledge tests before and after they used the AR learning environment to test their learning gain, and surveys to measure their acceptance of the technology, the cognitive load they experienced, and their attitude toward the use of AR to learn the mechanism for radical substitution. Analysis shows that the knowledge posttest scores were significantly higher than the pretest scores (p &lt; 0.001), with a large effect size (r = 0.8). Student responses showed acceptance of the technology, experience of low extraneous cognitive load, and a positive attitude toward the use of AR to learn this reaction mechanism. These findings indicate that this AR learning environment can be used to teach the mechanism of radical substitution to tenth-grade students in introductory high school chemistry courses.

The effect of education provided with the escape room game on nursing students' learning of parenteral drug administration

AimThe present study was conducted to determine the effect of education provided to first-year nursing students with the escape room game on their learning of parenteral drug administration. BackgroundThe use of escape room games in education supports formal education in providing students with professional knowledge and skills. DesignA randomized controlled study design was used in this study. MethodThe current study was conducted with 72 first-year nursing students. Data were collected with the Descriptive Characteristics Questionnaire (DCQ), Parenteral Drug Administration Information Test (PDAIT), Parenteral Drug Administration Sub-Checklists (PDASC) and Game Evaluation Form (GEF) between May and June 2022. The initial knowledge and skills of all students participating in the study were measured after completing the parenteral drug administration theoretical course and laboratory skills course. Students were assigned to the intervention (n=36) and control (n=36) groups by the stratified block randomization method according to their initial knowledge and skill measurements. Unlike the control group, the intervention group played the escape room game once in groups of four. The control group was allowed to work freely in the laboratory during this period. The final knowledge and skills of the intervention and control groups were measured immediately after the intervention. Students' skills were measured with an objective structured clinical examination. ResultsIt was determined that the post-test knowledge level of the students in the intervention group and their post-test skill mean scores for drug withdrawal from an ampoule, subcutaneous injection administration, intradermal injection administration and intravenous push drug administration were higher than those of the students in the control group (p<0.05). Additionally, Intervention group students evaluated the escape room game positively. ConclusionThis study concluded that the escape room game supported formal education and could be used in teaching parenteral drug administration.

Bridging the Headset: Engagement, Collaboration, and Learning in and around Virtual Reality

Abstract To study engagement and learning, we developed an asymmetric collaborative version of an existing VR-experience about environmental sustainability, enabling student teams of three, with only one wearing a headset at any time, to collaborate in three different virtual reality subgames. We compared this collaborative version to a non-collaborative version in a between-subjects experimental study (n = 20), finding that student teams using the collaborative version interacted to a larger extent while performing the subgames. The students in these teams self-reported a higher level of engagement, and observations suggested that interactions extended beyond necessary instructions. We did not find any significant differences when it comes to learning measured by scores on pre- and post-knowledge tests, but quantitative analysis of responses indicates that the VR-experience affected students overall and a qualitative analysis of an open question suggested a particular effect on the collaborative teams. Logged performance data indicated that collaborative teams managed to solve the tasks involved in the subgames at least as efficiently as the teams using the non-collaborative version.

A Study to Assess the effectiveness of Awareness Programme on Organ Donation Among the B.Sc. Nursing students of Arya Nursing College, Changsari, Kamrup (R), Assam

An experimental study was conducted with the objective to assess the pre-test and post-test knowledge on organ donation, to evaluate the effectiveness of awareness programme on organ donation among the B. Sc Nursing students of Arya nursing college, to find out the association between pre-test knowledge on organ donation and selected demographic variables. The students were selected from B. Sc Nursing 2nd year by using purposive sampling technique. Total 50 sample were selected and self-structured questionnaires were used to collect the data and analyzed according to the study objective. Descriptive and inferential statistics were used for data analysis. The study findings showed that 8% respondents belong to age group of 17-19 years, 86% belongs to the age group of 20-22 years and 6% belongs to the age group who were more than 22 years. 52% belongs to Hindu religion, 36% belongs to Islam religion, 12% belongs to Christian religion. 84% resides in rural area and 16% resides in Urban area. 14% had attended training programme on organ donation while 86% did not. In pre-test 14% have inadequate knowledge, 74% have moderate knowledge and 12% have adequate knowledge regarding organ donation and in post-test 8% have inadequate knowledge, 72% have moderate knowledge and 20% have adequate knowledge. The mean knowledge score of pre-tests is 14.32 and standard deviation is 3.30. The mean knowledge score of post-tests is 21.66 and standard deviation is 3.14. Hence, it shows that there is increase in mean post-test knowledge score when compared to mean pre-test knowledge score.

Effectiveness of Power Point Presentation on Knowledge regarding impact of social networking on lifestyle among Adolescence of selected college

Introduction: The present study was aimed to assess the “Effectiveness of PowerPoint presentation on knowledge regarding impact of social networking on lifestyle among adolescence of selected college”. Objectives: In view of the nature of the problem under study and to accomplish the objectives of the study, A quasi experimental one group pre-test post-test research design is used. The main objective of the study was evaluating the effectiveness of power point presentation on impact of social networking on lifestyle among adolescence. Material and Methods: Total 100 adolescence were selected as sample for study by using simple random sampling technique. The data was collected by using structured knowledge questionnaires. The Power point presentation was also administered on the same day following the pre-test. Findings: The comparisons of the pretest and post-test means of the knowledge regarding impact of social networking on lifestyle among adolescence of selected college in selected area were done by the paired t-‘test. The test was conducted at 5% level of significance. The pretest average score was 10.64 with standard deviation of 3.37 The post-test average score was 17.14 with standard deviation of 2.98. The chi square test was used to see the association between pre-test and post-test knowledge score of adolescence regarding impact of social networking on lifestyle at selected college. Conclusion: The study concludes that the Power point presentation was effective in imparting knowledge of Impact of Social Networking on Lifestyle. And as seen adolescence was not fully aware about impact social networking so it is important to guide them by providing knowledge on social networking.